I believe in taking an active approach to music lessons. This means the tutee is very much an active participant. The tutee will not only learn in a traditional manner by sitting-down reading notation from a score in a teacher-led activity but will be encouraged to move, play visual and sound games, compose, and explore the sound-world of the instrument in an attempt for the tutee to construct interest and passion for music as well as in their instrument of choice. I want to help develop creative musicians with strong musicianship and encourage individualism in addition to fostering effective communication and cooperation in pupils. The study of music develops many skills, transferable to many walks of life, and it is my role as a tutor to try and create a safe learning environment where these skills can germinate and grow.

Having a pupil play as soon as possible is always the best approach to music tuition. Teaching through an exploration of different styles and music, through individual practice, playing directly with me or learning through demonstration will promote greater confidence.

Rhythm is the root of a lot of music and, although learning notes and theory are addressed from the very first lesson, a focus on musicality promotes individualism and self-confidence faster than being over-loaded with information too quickly. Once confidence and enthusiasm are gained through rhythms and intonation it is important to come-by pupil-focused (and achievable) goals. These might include direction through examinations or the desire to learn particular styles of music. Learning is progressive and based on individual needs.

​Instruction may not always be on the instrument or might involve playing the instrument in a different way. There are various exercises I have my students complete (for enjoyment, variation and to improve technique) that are separate from playing on the instrument, such as mouth-, breathing- and tonguing- exercises. The student may play only on the mouthpiece or with certain parts of the instrument removed. Additionally, the student may be set listening, composition, or improvisation tasks. These are not idle exercises and are based in brass and woodwind pedagogy, helping to develop a well-rounded musician.

Self Employed Peripatetic Teacher (Sept, 2014 on-going): I teach individual, group and whole class music lessons for children of primary and secondary school age. Content caters for beginner to advanced levels. I teach most woodwind and brass instruments and beginner guitar, piano and drums. I have experience as a music co-ordinator within one primary school where I directed all music activities for one day a week, every week. Within this school, I taught Early Years Foundation Stage music and delivered Key Stage 1 and 2 materials. I also teach adults. I am currently embarking on a PGCEi in Group Tuition to further my qualifications and education in music education.

From Sept, 2019 until July, 2021, I was the Director at Hot House Music Ltd, Swansea, where I ran lessons and ensembles in the local area for adults and children. As well as running music lessons for the social-enterprise, I directed various ensembles for adults and children and organise concerts and tours for pupils.

Brass Ensemble Tutor – Cheltenham (Oct, 2015 – Dec, 2019): I ran a secondary school brass ensemble and taught regular brass lessons for students.

County Music Group Tutor (with brass specialism) and Whole Class Ensemble Teacher (WCET) on brass – Gloucestershire (Sept, 2014 – Dec, 2019): As a staff member of Gloucestershire Music, I was involved in a range of music activities. As part of a music centre, I delivered the Gifted and Talented (formerly First Access) scheme for beginners of brass instruments, ran senior theory classes and the brass band. I also conducted a beginner adult wind band whose members – before joining the group – had never previously played wind instruments.

As a Whole Class Ensemble Tutor (WCET), I teach music and brass playing in a whole-class setting. I take up to 34 trumpets into a classroom and deliver a 10 – to 30-week unique scheme of work to children. The role requires strong organisation skills, appropriate classroom management, and the ability to differentiate material effectively.

Music Qualifications & Achievements:

• Regular performer with the Soul Skunks band
• Master’s Level (MA) in Musicology from Cardiff University
• BMus in Music from Cardiff University